**4.4. Defining the E-Cubers Eight Ps**

*thing you can make. We are educating people out of their creative capacities."* Essentially, we are not empowering them to invent; E-Cubers must strive to reverse this trend in the I4 Equipment

At school, students are taught that they must do their own work. If they leverage the work of others it is frequently seen as cheating. This is in direct conflict with the methodologies of CoPs, the open source community, creative commons and indeed general industrial practice. E-Cubers will follow in the footsteps of MIT Media Labs who despite frequent lobbying, provides an extremely strong stance of utilizing the Creative Commons License to support the concept of sharing what has already been achieved by using the remix function in MIT's Scratch environment [30]. E-Cubers will also apply the Creative Commons License to its work and utilize the everyday creativity of *little-c*, while fostering the *mini-c* inherent in the learning process during the attainment of the professional-level expertise required to practice *Pro-c*; and the expectation of the occasional *Big-C* [32]. Thus, *Big-C* is the welcome surprise but not the primary objective of E-Cubers. E-Cubers prolific creation of valuable *little-c*, *mini-c* and *Pro-c* knowledge assets will further displace the conventional misconceptions that creativity is about artistic expression, belongs to just a small section of the population, comes in a flash

Resnick [30] 4Ps methodology of *cultivating creativity through Projects, Passion, Peers and Play* is a truly authoritative piece of work, but this does not guarantee complete applicability in every domain. One could argue that its main strength (its general nature) which enables it to have enormous global impact when utilized at a macro scale is a significant weakness when applied at a micro level to a single organization such as E-Cubers. E-Cubers is focused on identifying and nurturing the knowledge of *Patterners* who can support I4 Equipment as opposed to catering for the *Dramatists* and the wider needs of Society. But with a *little-c*

Resnick's Four P's work can be further expanded applied to E-Cubers to great effect.

Resnick [30] outlines his surprise that the Danish language unlike English has two words to distinguish between the different types of play (*spille* and *lege*). But the same is true in Gaelic, the native Irish language. In Gaelic *imir* means to play by taking part in sport or game while *spraoi* means playing to have fun. Papert has a strong aversion to *imir* and allows participants to derive their *Passion* from working on *Projects* based around their personal interests with no boundaries. E-Cubers will instead focus on utilizing Papert's *"low floors"* to provide an easy way for novices to get started and *"high ceilings"* to allow them to work on increasingly sophisticated projects over time [33] without extending to the *"wide walls"* [30] which is too general for the specific E-Cubers objectives. E-Cubers will facilitate participants to obtain their *Passion* from *imir* (competing) at something which they love to *spraoi* (play) in the I4 Equipment domain. E-Cubers will practice *"ag spraoi agus ag imirt"* which translates to *"fun* 

I4 Equipment requires a digital twin with a representation in both the cyber and physical worlds. The cyber world is a novelty and is currently achieving enormous focus. So much so that the physical world is being somewhat neglected. If E-Cubers are to implement I4 Equipment solutions it is critical that they understand both the physical and the cyber worlds. They need to start young. The younger the better. To assist this engagement E-Cubers has created a

domain.

74 New Trends in Industrial Automation

of light and cannot be taught [30].

*and play (by competing)"* in English.

To conclude, by evaluating and expanding Resnick's Four Ps, this work defines the E-Cubers Eight Ps:

*E-Cubers utilize the concept of an OEE Playground to Passionately build up a Portfolio of Projects in collaboration with their Peers, "ag spraoi agus ag imirt" (Gaelic for Playing by having fun and competing). They demonstrate their technical ability by leveraging existing knowledge assets and creating novel solutions to the Problems which they have Prioritized as they learn the art of their craft.*

These *Portfolios* enable the E-Cuber to demonstrate their capabilities to both potential employers and Academia. Who knows they may eventually be regarded as a suitable assessment method by Academia? What a different world that would be!!!

teacher to organize the workshop in their own school because they are a known authority figure and well respected by the students. Be very organized and ensure that all the sets have all the components. Get the students to do a stock-take before they start; this eliminates the *"a part is missing"* scenario. But most of all do not forget that you are "*ag spraoi agus ag imirt"* and

Industry 3.0 to Industry 4.0: Exploring the Transition http://dx.doi.org/10.5772/intechopen.80347 77

Secondary Level (or post-primary) education consists of a three-year Junior Cycle (lower secondary), followed by a three-year Senior Cycle (upper secondary), if they take the optional Transition Year (TY). The TY is a critical decision point for young students as they decide on which potential career path to take. E-Cubers designed and implemented a week-long TY-PBWS (Project Based Work Simulation) program with the objective of introducing students to the Equipment Procurement Process (EPP) and outlining the different engineering

The TY-PBWS was provided to Coola (mixed-gender), Summerhill College (all-boys) and The Mercy College (all-girls) schools in 2014 and 2015 thus any gender imbalance should be negligible. During the TY-PBWS the students were organized in teams and assigned engineering roles. They had to **BUILD** complex equipment based on the LEGO® TECHNIC 8110 Unimog 400 or 42,030 VOLVO L350F Wheel Loader or the LEGO® MINDSTORMS based MindCub3r which solves the Rubik's Cube. They had to design and successfully execute a Factory Acceptance Test (FAT) and proceed to optimize the design of the equipment. All the teams clearly demonstrated that they could perform root cause analysis, in response to identified incidents. They demonstrated an ability to identify problems and suggest or implement suitable changes. Thus, it can be inferred that, with careful preparation and practical equipment examples, TY students can understand the key principles of both OEE and ITIL® in the equipment domain. 100% of the TY students stated that by taking part in the PBWS they obtained a better understanding of the various roles engineers play in the EPP and how EPPs are executed, while 95% claimed that they got a lot of satisfaction from getting the equipment

The BEng (Honors) is at the cornerstone of the Third Level engineering education system. It typically takes 4 years to complete and results in a Level 8 award in the National Framework of Qualifications (NFQ). Following on from the success of the TY-PBWS, E-Cubers designed a 3-week-long BEng-PBWS and conducted at the IT Sligo, in July 2014. The BEng PBWS was focused on both the **BUILD** and **PROGRAM** of the MindCub3r equipment, but from a different perspective; to further analyze the problems affecting the OEE with the objective of

During the BEng-PBWS, each student was made responsible for the software modules which fell within their individual scope. This resulted in clearly defined deliverables being achieved with the students demonstrating an ability to analyze, evaluate and create [24] solutions.

enjoy the *Passion;* it truly is contagious.

roles within the equipment engineering team structure.

working, which concurs with the *Constructionism Learning Theory* [33].

**5.3. Third level BEng (honors) in mechatronics**

developing and implementing solutions (**INVENT**).

**5.2. Secondary level**
